ACT 20

Science-Based Early Literacy Instruction in Both Universal and Intervention Settings that is systematic and explicit in all of the following:

• Phonological awareness
• Phonemic awareness
• Phonics
• Building background knowledge
• Oral language development
• Vocabulary building
• Instruction in writing
• Instruction in comprehension
• Reading fluency  

Prohibited Use of the Three-Cueing/MSV(meaning, structure, visual) Instruction

• “Three cueing” means any model, including the model referred to as meaning, structure, and visual cues, or MSV, of teaching a pupil to read based on meaning, structure, syntax, visual cues, and memory

• Beginning in the 2024-2025 school year, the law requires schools to assess and communicate the early literacy skills of students in 4K to third grade
• AIMSweb+ is the state mandated screener

Under the bill, all 5K - third grade teachers, principals of schools that offer grades 5k to three, and reading specialists are required to receive professional development training in science-based early literacy instruction no later than July 1, 2025

• ACT 20 requires schools to create a personal reading plan (PRP) for each student in 5K through third grade who is identified as at risk based on the AIMSweb+ screener
• Under the law, at risk is defined as a student who scores below the 25 percentile on AIMSweb+
• Reading reports must be sent home and shared with families
• PRPs are reviewed every 10 weeks

• Adoption of Amplify Core Knowledge Language Arts 4K - 5th grade (state approved early literacy curricula) 
  • Skills focus: phonological awareness, phonemic awareness, phonics, instruction in writing, instruction in comprehension, oral language development and reading fluency
• Knowledge focus: building background knowledge, vocabulary building, oral language development
• Use of Heggerty Literacy instruction in 4K

Lake Geneva Schools removed three-cueing and MSV instruction

• Removed reading and writing workshop model practices, LLI materials, running records with assigned reading levels

Lake Geneva Schools implementation of AIMSweb+ Literacy Screener (2024-2025)

• LGS screens all students in grade 4K - 3rd grade using the AIMSweb+ screener
• Screened in fall; will screen again in winter and spring
• Used by teachers and reading specialists to identify literacy needs

All principals, 5K - 5th grade classroom teachers, reading specialists, special education teachers, English Language teachers (EL) have been trained in science of reading early literacy instruction by completing the Top Ten Tools (DPI approved training)

LGS creates and communicates personal reading plans beginning in January 2025

• A PRP will be created for all students who score below the 25th percentile on the AIMSweb+ literacy screener
• PRPs will be communicated with families
• Plans will be reviewed every ten weeks
• Students with PRPs will be regularly progress monitored

How does a student qualify for a Personalized Reading Plan?

• In 5K, a student is at-risk if their Early Literacy composite score (comprised of letter naming fluency and letter word sounds fluency) is below the 25th percentile
• In grades 1-3, a student is at risk if their oral reading fluency subtest score is below the 25th percentile

What happens after a student qualifies for a PRP?

• The district then has to administer diagnostic testing.  We will be using i-Ready as our diagnostic screening tool.
• For students below the 25th percentile on aimswebPlus
  • administer a diagnostic assessment or assessments to meet the requirements of Wis. Stat. §§ 118.016 
  • determine where you need more in-depth information to make a difference for the student and administer additional diagnostic assessment selected locally
  • use all available early literacy data to write the student's personal reading plan and deliver meaningful instruction

How can parents/guardians work in collaboration with the school to support the success of their child’s reading progress if their child qualifies for a Personalized Reading Plan?

• Strong collaboration between families and the school is essential for student reading success.  To support this partnership, parents of children eligible for a Personalized Reading Plan (PRP) will not only receive assessment results, but they will also have the opportunity to meet with the school’s reading interventionist.  During this meeting, parents will gain detailed insights into their child’s reading progress and instruction plan, along with time to discuss questions, share concerns, provide valuable input, and learn about ways to support their child’s reading at home.  This partnership is one of the keys to a child’s success in making gains in reading.